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Gifted and
Talented Pupils
Guidelines for Teachers
CCEA
© CCEA 2007
Gifted and
Talented Pupils
Guidelines for Teachers
page 3 Gifted and Talented Pupils
Contents
1. Introduction 6. Profiles of the Gifted and Talented
Definition 7 The Successfuls 82
Using these Guidelines 9 The Challengings 84
The Undergrounds 86
2. Identification The Dropouts 88
Observation 15 The Double-Labelled 90
Parent/Carer Nomination 15 The Autonomous Learners 92
Peer Nomination 18
Self Nomination 18 7. Conclusion 95
Nomination by Others 18
Identification by Psychologists 19 8. Appendices
Teacher Nomination 19 Appendix I
General Checklist for Identifying Gifted Case Studies from Northern Ireland 96
and Talented Students 22
Subject-Specific Checklists 25 Appendix II
School-Wide Identification Processes 42 ‘Voices’ from the Republic of Ireland 122
Myth
Truth
Gifted and Talented Gifted and talented students have
problems like any other student.
students will always They may have learning disabilities
which they can hide while the work is
do well whatever easier. It becomes harder and harder
for them to excel, which can lead to
the circu mstances. behavioural problems and depression.
page 5 Gifted and Talented Pupils
Myth Truth
Gifted and Talented They may appear to do well on their own but
without focused challenge they can become
students are so clever bored and disruptive. As time passes they may
they do well with find it harder and harder as the work becomes
or without special more difficult, since they have never faced
challenge before.
education.
Myth Truth
While it’s true that children need to play and interact
They need to go socially with other children their age, they do not need
through school to learn with them. For example the case of a Gifted
and Talented learner who has a chronological age
learning with their of six and a mental age of 11 and has been reading
since two. To put that child in a reading class with
own age group. other six year olds who are just learning to read can
be demotivating for that child.
Myth Truth
Gifted and Talented students can feel
High ability is isolated and misunderstood. They
something of which may have more adult tastes in music,
clothing, reading material and food.
to be jealous. These differences can cause them to be
shunned and even abused verbally or
physically by other students.
page 6 Gifted and Talented Pupils
Introduction
Status of this Document
In order to draw upon the most recent research and good practice
in this area, a comprehensive literature review was compiled.
The review, titled ‘Gifted and Talented Children in (and out of) the
Classroom’ (CCEA, 2006), is available on www.nicurriculum.org.uk
Identification
Ability is not always easy to spot!
Leo Tolstoy failed The Kansas City Star Einstein was four
years old before he
editor fired Walt
the entrance exa m Disney because of lack
could speak and
seven before he
for college. of creativity. could read.
Taken from ‘The National Report on Identification’ (Alvino, McDonnel & Richert
cited in Johnsen 2005). Copyright (2007) by The Council for Exceptional Children
Reprinted with permission.
page 13 Gifted and Talented Pupils
Initial identification is undertaken with the aim of producing The choice of method for
a school cohort. Students recognised in this way will require assessment and/or identification
provision within their own school. When undertaking identification may be decided on a case-
in any field of talent, students who display ability above the norm by-case basis and may vary
may be considered. While this is straightforward in academic depending on age and/or talent
subjects, schools will need to be careful to introduce a range of being assessed. Teachers need
methods that look at all gifts and talents. to be aware that identification
needs to be supported by a
Those students who display ability consistent with the most able range of evidence.
two to three percent of the population may be considered for
Exceptional Ability. Identification methods will be the same as Ultimately, the decision as
those for Gifted and Talented pupils. to which pupils should be
regarded as Gifted and Talented
lies with the teachers and
school concerned.
Key methods in identification include:
Early identification of the
Gifted and Talented student
Observation is essential to prevent later
Parent or carer nomination underachievement in some
Peer nomination students. The two most
frequently used approaches
Self nomination to identification in schools are
Nomination by other individuals or organisations observation of characteristics
and assessment. Teachers may
Identification by psychologists need to consider using these
Teacher nomination to identify Gifted and Talented
students as well as the issues
School-wide identification processes they already look out for.
Parents’/Carers’ Questionnaire
Name of student: Bethan
Date of completion: Class:
What seems most important to your son/daughter at this time in his or her life?
Her friends and her academic status (she wants to stay in the top band at school).
Is there anything else which might help us identify your son’s/daughter’s particular
gifts and talents?
If Bethan feels she may fail, then she is reluctant to try. She needs plenty of encouragement,
people (including myself) sometimes expect the sa me ‘high achievement standard’ and forget to
praise her. We’re only hu man - but so is she and she’s only eleven years old! If learning appears
exciting to Bethan, then she loves to learn.
Like all children, if given an encouraging, relaxed and opportunity-rich environment, she will
develop and expand her talents. I’m her mother and she leaves me du mbstruck a lot of the
time, but I do try! If Bethan expresses a desire to learn about something in particular then I try
to explore with her all the avenues to find out about what she is interested in. It’s really important
that she has new opportunities available to explore.
PS. I found the ‘single achievement’ question difficult because I couldn’t think
of one in particular.
After I had filled in the questionnaire I gave it to Bethan to read to see if she agreed or
disagreed with anything I had written. She said ‘It’s cool, Ma m, but you’ve spelled ‘Zizzies’
wrong - it should be ‘Zizies’!!
When I asked Bethan about the single achievement question she said ‘I don’t know of a
particular one because I’ve had so many’! She wasn’t boasting - she just said it so matter of fact!
A blank version of this questionnaire, in PDF format, may be downloaded from www.nicurriculum.org.uk
page 18 Gifted and Talented Pupils
This is useful with younger students but may also be useful where
a teacher has a large, busy class and time is at a premium. This
allows teachers to provide evidence when they suspect a student
is Gifted and Talented. An alternative is the ‘General Checklist for
Identifying Gifted and Talented Students’, as shown in Figure 3,
pages 22-24 of this document.
page 20 Gifted and Talented Pupils
Shares/Volunteers
Extends (to others), illustrates,
connects/describes, explains/
instructs, helps/shows how,
advises, encourages
Explores
Experiments, pretends,
builds, designs, constructs,
organises/ sorts, solves, plays
Name
Observant
Notices, sees relation, connects/
associates/predicts, examines,
distinguishes, determines (sees) Date
difference (change)
Humour
Jokes, clever, original,
notices/creates, spontaneous,
reacts/ responds
Sensitive
Expressive/quick to tear,
insightful, thoughtful, helpful,
sympathetic/empathetic,
anxious, self-aware,
concern/care
Sees big picture Act hunger
Recognises pattern, comprehends, Expressive, role play, show,
associates, finds metaphor, exhibit, gesture, spontaneous,
predicts, analyses/theorises lead, announce, enthusiastic
page 21 Gifted and Talented Pupils
Record X and date in the area for each behaviour event recorded.
Nebraska Starry Night: individual record sheet (Eyre 1997, p32-33)
Comet
Unexpected, extraordinary,
extra-special, difficult to classify
Focus
Absorbed, diligent,
concentrates, organised/sorts,
insight, completes details
Independent
Works alone, self-directed,
initiates, absorbed, diligent,
concentrates, plans/pursues/
solves
Curious/Questions
Notices, examines, observes,
seeks/asks, requests, has
insight/ connects
Fantasy/Imagination Imagery
Invents, imitates, imagines, (Uses) metaphors, detects
pretends, original construction, symbolism, illustrates, artistic,
novel design clever, novel, original, expressive
A printable version of this Record Sheet, in PDF format, may be downloaded from www.nicurriculum.org.uk
page 22 Gifted and Talented Pupils
have mental speeds faster than prefer to talk rather than write and
physical capabilities and so be often talk at speed with fluency and
often reluctant to write at length expression
often see the unusual rather than be able to pose problems and
the conventional relationships solve ingeniously
often set very high personal be more than usually interested in ‘adult’
standards – be perfectionists problems such as important issues
in current affairs (local and world),
evolution, justice, the universe etc
Mathematics
Gifted and Talented students:
are able to read with more meaning, analyse insights confidently and
drawing on inference and deduction, precisely when discussing their
can ‘read between the lines’ own and others’ writing intentions
are able to reflect on language and are able to transfer skills across the
linguistic forms they encounter, curriculum
having insight into their own abilities
Science
Gifted and Talented students:
are aware of how the context think flexibly, generalise ideas and
influences the interpretation of adapt problem-solving approaches
science content
Information Technology
Gifted and Talented students:
use ICT hardware and software use ICT to support their studies in
independently other subjects
Geography
Gifted and Talented students:
Art
Gifted and Talented students:
History
Gifted and Talented students:
are able to set both new and make confident use of conventions
previously acquired information in a which describe historical periods
chronological framework and the passing of time
Physical Education
Due to the wide range of sports and physical activities, it would
be impossible to produce a checklist to cover all skills and abilities.
Therefore, specific sports and physical activities will require their
own differentiated and detailed checklists.
use the body with confidence are able to adapt, anticipate and
in differentiated, expressive and make decisions
imaginative ways
are able to use technical terms are able to perform advanced skills
effectively, accurately and fluently and techniques and transfer skills
between activities
Music
(The following is a generic checklist. Specific musical activities require
detailed and differentiated checklists.) Gifted and Talented students:
Religious Education
Gifted and Talented students:
readily accept and discuss link the familiar with the novel and
new ideas see application in 2D or 3D
Personal Development
Gifted and Talented students:
Drama
Gifted and Talented students:
can confidently move and use are able to invent and sustain a role
gestures appropriate to character
School-Wide
Identification Processes
Identification should be an on- 1
going process, feeding directly
Agree principles
into the planning of provision
and methods of
for students. It will also need
How will you identification to be
to feed into the annual review
of policy and practice and be
involve students used across the
and parents/ school
an integral part of the wider carers in this
school improvement cycle. process?
Schools may wish to bear
in mind the six principles
(Advocacy, Defensibility, Equity,
Pluralism, Comprehensiveness,
Pragmatism) discussed on
page 12 when creating an
2
identification system. The
Establish systems
flow chart shows how this
for logging and
might happen. See also tracking the school
page 47 for more information What proportion cohort: the
on developing a Gifted and of students will be School Register
Talented Register. on the Register?
How and when will
information be shared
with staff, pupils
and parents?
3
School provides
Continuing
Professional
Development (CPD)
for all staff to support
rigorous, consistent
and transparent
processes
Is training part
of induction for
new staff?
page 43 Gifted and Talented Pupils
Review Identify
identification Evaluate current
strategies to
provision and identify
methods
and systems
9 address barriers, 8 barriers to under-
10 and plan any
plan action steps
and allocate
representation of
underachievement
adjustments resources
7
Analyse
student
performance
using school
data
6
Use a range of
methods to identify Identify the needs
Gifted and Talented of the cohort and
Populate the develop opportunities
students widely
School Register
4 across all areas of
learning within and
to include the 5 to meet these, both
within the classroom
school cohort and beyond
beyond the school
Whole-school
strategies
Developing an environment to support children
with Gifts and Talents
The school has identified a teacher who leads Gifted and Talented
The policy is written and shared with all staff and governors
All staff, including classroom assistants, are aware of
the school policy and practice for Gifted and Talented students
Teachers know who the Gifted and Talented students are in their
class or classes and are aware of the range of their abilities
Subject policies or departmental handbooks include guidelines for staff
working with Gifted and Talented students
Lesson content is differentiated to take account of the needs
of the Gifted and Talented
Teachers use a variety of forms of differentiation in their teaching
High expectations are set for Gifted and Talented students
Gifted and Talented students are grouped together for specific subjects
(e.g. maths) or activities as appropriate
Lesson pace geared to take account of the rapid progress of Gifted and
Talented students
Gifted and Talented students are given extra time to extend or complete
work when required
The teacher liaises with the subject co-ordinator or Head of Department in
instances where the student is providing a challenge in terms of their educational
requirements
Gifted and Talented students are moved into another class (of older students)
for some or all work if their needs cannot be met in their normal class
Homework is challenging for Gifted and Talented students
Specific homework is set for Gifted and Talented students
Gifted and Talented students’ progress is monitored and recorded by staff
Continuing personal development includes a focus on the needs of the
Gifted and Talented
Additional extra-curricular opportunities are provided after school
or during lunch-times in academic, creative and sporting activities
The school or departmental Gifted and Talented policy,
practice and routines are kept up-to-date
page 47 Gifted and Talented Pupils
Policies
It is desirable to have a whole-school policy for register kept centrally, possibly electronically, so
the education of Gifted and Talented students. that all who need access to it have it.
This will help to guide staff towards a consistent
and effective approach. It will also ensure that It is vitally important that staff, the nominated
parents, allied professionals and new and governor, students and parents are kept fully
temporary staff all have a clear idea of the service informed of the identification and registration
the school hopes to provide. A sample policy is process throughout.
included in Appendix III.
New students will be added to the register as
they are recognised by staff, and some students
will be taken off once the staff decide they need
The School Register different provision.
Having gathered all relevant information about
the Gifted and Talented students in the school, it The three exemplar documents in Appendix IV
will be important to keep a register so that staff show different methods of recording the names
and parents know who these students are, what and abilities of students. They include simple
action the school is taking and how progress is subject lists and individual student registration
reviewed. Relevant information can be transferred forms. Schools may need to choose (or adapt) an
by class teachers to class records and the appropriate form to suit their needs.
page 48 Gifted and Talented Pupils
Classroom
strategies
Schools can support Gifted and Talented students to
make the maximum progress in their classroom by
implementing the policies, practices and strategies
outlined in other sections.
In addition, the subject or class teacher may - move Gifted and Talented pupils into another
need to: class (of older pupils) for some or all work, if
their needs cannot be met in their normal class;
- be aware of the school policy and practice for - set homework which is challenging for Gifted
Gifted and Talented pupils; and Talented pupils;
- refer to subject policy guidance on working with - monitor and record the progress of Gifted and
Gifted and Talented pupils; Talented pupils; and
- liaise with subject co-ordinators where - undertake lesson observations which monitor
necessary; the progress and attainment of Gifted and
- use a variety of forms of differentiation in Talented pupils.
their teaching;
- plan for the use of higher order learning skills in This information may also be used as a checklist,
their teaching; which the school and teachers can use as an
- consider and plan for different learning styles; audit of current practice.
- set high expectations for the Gifted and
Talented pupils; It should be noted that good practice for Gifted
- consider early examination entry; and Talented students is also good practice for
- group Gifted and Talented pupils together for all students and can raise standards throughout
specific subjects or activities; the school.
- pace lessons to take account of the rapid
progress of some Gifted and Talented pupils;
- give time for Gifted and Talented pupils to
extend or complete work if they need it;
page 52 Gifted and Talented Pupils
Benefits Benefits
Gifted and Talented pupils Different outcomes can be
can make rapid progress sought so that Gifted and
and work can be better Talented pupils can extend
matched to their abilities their thinking. The class
while less able pupils can can work as individuals or
also make appropriate in groups.
progress. The tasks can be
phased so those Gifted and
Talented pupils move on to
increasingly more difficult
work.
page 53 Gifted and Talented Pupils
By Support By Choice
All pupils need an equal Given the opportunity to
amount of support from select work for themselves,
the teacher. For Gifted and pupils can choose activities
Talented pupils, it is the that they find more interesting
nature of the support that and that match their abilities.
should be varied. The support Pupils can be given an
time available to Gifted and opportunity to select from
Talented pupils may well a range of starting points,
be used to question the materials, subjects or
pupil, to encourage them to processes. They may also
explore ideas more deeply, choose to extend or adapt
to introduce alternative ways the set work themselves.
of approaching the work or
to explore extension into ICT
systems.
Benefits Benefits
The work of teachers is Gifted and Talented pupils
better targeted to individual can make choices and work
needs and will increase the with ideas that are well
level of interaction. matched to their interests,
enthusiasms and abilities.
page 56 Gifted and Talented Pupils
Creating
Pupils need to create
something new with
the knowledge and
skills they learn.
Remembering
Evaluating
Pupils need to
Pupils need to
know and recall
make decisions and
certain things as a
judgements.
basis for action.
Higher
Order
Learning
Skills
Analysing Understanding
Pupils need Pupils need to
to understand use higher order
relationships and understanding
patterns. skills.
Applying
Pupils use
knowledge to
solve a problem.
page 57 Gifted and Talented Pupils
Remembering Understanding
Remembering Understanding
Pupils need to know and recall certain things as a Pupils need to use higher order understanding
basis for action. skills.
No one can think in a vacuum; there is a core The lower order understanding tasks include:
of relevant factual knowledge and theories that paraphrasing, explaining and selecting relevant
pupils need in order to begin thinking. To do this information to answer a question.
efficiently, they need to acquire and use a range
of research skills and basic subject skills such However, Gifted and Talented pupils need to use
as procedures in mathematics and science and higher order understanding skills. They need to
technical skills in literacy, art and ICT. learn how to interpret knowledge by presenting
a new perspective, comparing and contrasting
Given practice of asking the right questions, data and viewpoints, re-ordering information and
pupils will learn the criteria for good questions examining consequences.
and be able to select relevant facts.
Higher order understanding is shown through
Pupils need to present ideas using a diverse activities such as:
range of efficient recording and communication - Write a summary of the main points…
skills. To support their learning, they need - Explain why that happened…
demonstration and examples, practice and - Discuss this from the point of view of…
opportunities to share with others. - What are the similarities between…?
- Explain the differences between…
Remembering is involved in activities that ask: - What would have happened if…?
- What happened when…? - How would this affect…?
- Make a list… - Why did… react in this way…?
- Write an account… - What were the results of this…?
- Make a summary…
Applying Analysing
Applying Analysing
Pupils use knowledge to solve a problem. Pupils need to understand relationships and
patterns.
Pupils need to manipulate or construct something
using their new knowledge, to reproduce in a Pupils need to fit the pieces of the ‘jigsaw’ into
different format, to apply to a similar situation, a whole; they need to identify connections,
to build a model, to illustrate, or to apply to an patterns, sequences and themes. They need to
example. see the ‘big picture’ and to be aware of how ‘the
bits’ they are learning are contributing to a
Applying knowledge involves the following coherent plan.
activities:
- How would you use this to…? Analysis can be shown through activities such as:
- How does this rule apply…? - In what ways are they the same/different/
- How can you use what you have learned better/worse…?
to solve this…? - What was the overall plan…?
- Does the same principle apply in this…? - How do the elements combine…?
- What else do you know that would apply…? - Discuss why the causes had inevitable
- Is this the same kind of…? consequences…
- Construct a diagram to show… - What is the general rule…?
- Conduct an experiment to prove… - Explore the possible future consequences…
- Paint a picture to show…
page 59 Gifted and Talented Pupils
Evaluating Creating
Evaluating Creating
Pupils need to make decisions and judgements. Pupils need to create something new with the
knowledge and skills they learn.
Impulsive decisions and actions that cannot be
justified usually result from bias, prejudice and Knowledge lies in a stagnant pool unless it
woolly thinking. Pupils can be taught how to is used for thinking and action. If all learning
balance decisions against reason and evidence. is merely the acquisition of other people’s
knowledge, then nothing new is created.
Evaluation can be developed by asking students:
- How do you know…? Pupils need to design, invent, imagine, change,
- On what grounds can you justify…? and improve.
- What is the evidence…?
- Why would you make that decision…? Synthesis is shown in activities which ask:
- What are the arguments for and against…? - Do you agree with…?
- Why do you believe…? - How would you change…?
- Did… have a valid case…? - What would happen if…?
- Draw a conclusion giving reasons… - Is there another way…?
- Is there another conclusion…?
Although the range of higher order learning skills - In how many ways can you…?
increases in complexity as pupils develop greater
knowledge and maturity, even younger pupils can
use the full range of higher order learning skills.
page 60 Gifted and Talented Pupils
Creating
Make up a different
ending for the story
Remembering
Tell the story of
The Three Bears
Evaluating
Was Goldilocks being
sensible when she
went into The Three
Bears house?
The Three
Bears Understanding
Do the actions of the
story as I read it
Analysing
Put the pictures in
the same order as Applying
the story Draw a picture of
the three bears
page 61 Gifted and Talented Pupils
Creating
Create an item that
includes all or part of Remembering
your shape – draw List the attributes
and label your design of your shape
Evaluating
Explain why your
shape is used in the
places it is
3D
shapes Understanding
Find items that
you can use to
show the shape
Analysing
Identify where the
shape is found in the
classroom and school Applying
Draw a diagram
of the shape
page 62 Gifted and Talented Pupils
Creating
Create a design for a new Remembering
gadget that operates on Name as many different
batteries – indicate how sized batteries as you can,
and where the batteries and then list as many uses
are to be installed for batteries as you can
Evaluating
Draw up a list of criteria
to evaluate a particular
brand of battery – use the
criteria to select batteries
for your new gadget
Batteries
Understanding
Describe how a
battery works
Analysing
Determine the ways the
battery has changed the
following markets: toys,
small appliance and
health aids Applying
Draw a series of
diagrams that illustrate
how to insert a battery
into a torch
page 63 Gifted and Talented Pupils
Creating
Outline the plot for a Remembering
modern play based Make a flowchart to
on a similar theme show the sequence
to Romeo and Juliet of events in Act 1
Evaluating
Choose three of the Romeo
& Juliet
central characters in
the play and argue the Understanding
case for and against Choose one of the
their actions main characters in
Act 1 and make a
short speech as
that character
Applying
Analysing Outline the Friar’s
Which are the most plan to solve the
important scenes in feud between the
Act 2? two families. What
role would each
character play?
page 64 Gifted and Talented Pupils
Gender and
Giftedness
Gifted and Talented girls and boys face distinct
challenges as they navigate through their
educational career. This is due to the different
expectations that our society and culture places on
each gender. Teachers respond differently to boys
and girls in classroom situations; male and female
peer groups have their own social dynamics, and
career roles and aspirations for each gender can
be affected by parental expectations, economic
ideals and cultural norms. Despite the strides made
in removing gender inequality, it is still a large factor
in shaping the social and emotional development
and academic successes of Gifted and Talented
students.
page 69 Gifted and Talented Pupils
Early Developmental Differences between Gifted and Talented Girls and Boys
Girls Boys
High ability is often evident in girls at an earlier Gifted and Talented boys are likely to have
age because Gifted and Talented girls are more earlier large muscle development and therefore
likely to show developmental advancement in a are more active and physically competent than
variety of areas (Silverman, 1986). Gifted and Talented girls. (Kerr & Cohn, 2001)
Gifted and Talented girls are likely to speak, They are likely to be less advanced in language
read and write earlier than Gifted and development than Gifted and Talented girls.
Talented boys.
Gifted and Talented girls may be less physically They are less likely to be precocious readers.
competent than Gifted and Talented boys in (Silverman, 1986)
general. (Chan, 1988)
page 70 Gifted and Talented Pupils
Write a joke that has Draw a design of a football stadiu m that can cater for
twenty seven words and fa milies, groups of teenagers and people in wheelchairs; is
does not include the safe for players and spectators; and can also be used for a
letter ‘a’. new sport which the pupil must invent. The design must be
labelled and have a fifty word description.
Plan a blog on your favourite television A boy from another planet is coming to
progra mme. Someone who has never stay in your home for a week. Y ou have
seen the progra mme should be able to 500 and the use of the Internet, plan
understand what it is about. All main the necessities you will need to make their
characters should be na med and a short visit comfortable and fun. Don’t forget
description given. The blog must have at that you will need to provide the boy with
least six entries and must include a picture. somewhere to sleep and food to eat as well
(Hint: You can find pictures on the Internet.) as entertainment. As he is not from Earth,
his needs may be different to ours. Explain
these needs (perhaps you have to buy him
different air to breathe), and describe how
you will meet the needs. Don’t forget to keep
within your budget!
page 72 Gifted and Talented Pupils
page 73 Gifted and Talented Pupils
Write a slogan for a new Design a new animal. Y ou Write a newsletter for
toy. The slogan must must use four triangles, two your fa mily. Tell them
have between eight and squares, one rectangle and about this week in school.
twelve words. You can three circles. Write a short
only use these letters: f, e, description that explains
i, u, h, q, w, r, t, s, p, b, l, what this animal does, A new student who does
v, x, j, c. where it lives and what it not speak English has
likes to eat. joined your class. Draw
a map that will help
them find their way from
your classroom to the
Plan a new computer ga me. It must not be violent. playground, the dinner
It must not have dolls in it. It must have an option for hall, the front door, etc.
using one or two players. It must not be a copy of any Use clear symbols to mark
current ga me. Draw a storyboard showing the screens important places.
that will be used.
Design a maths trail for your school. It Plan a podcast on healthy eating. Someone
should have twelve stops. At each stop, who does not know what healthy eating is
a maths activity related to that area must be able to understand how to change
should be performed. For exa mple at the their diet. The podcast should last five
dinner hall you could calculate how many minutes. Remember that healthy eating is
kilogra mmes of potatoes are used in an NOT the sa me as losing weight!
average school week. The information given
could be the nu mber of dinners eaten in
a week, the percentage of pupils who take
potatoes and the average weight of potatoes
on a plate. Invent activities for both older
and younger pupils. Ask teachers in your
school to try out the maths trail with their
class. Based on their comments, can you
improve the trail?
page 76 Gifted and Talented Pupils
- lessons that include information on women skills, chess club and cluster group work for the
who have made achievements in a range Gifted and Talented. This would aid the move
of fields of expertise throughout history, towards personalised learning and have a second
e.g. Ada Lovelace who wrote the first computer advantage of improving performance across the
programme; entire cohort.
- inviting female speakers local to the girls’ home
or school could be invited in for seminar Teachers may need to make a particular effort
sessions, e.g. local community workers, to provide a set of responses to female students
musicians, actors, doctors etc. This could start that will allow them to develop problem-solving
from an early age and should be open to both skills for themselves. Strategies may include:
boys and girls to attend as part of their normal - ‘wait time’ to allow a female student time to
school day; and think and feel confident in her answer;
- research on the current class topic that could - offering strategies rather than ‘correct
include a section on important female and male answers’;
figures in this area. For example, a project on - suitable expression of confidence in the
animals might feature Temple Grandin, who is student’s abilities to find the solution;
a world renowned designer of humane animal - comments that clearly point out the effort
livestock facilities. involved in gaining a correct result; and
- similarly, comments which show when a
Schools may need to consider offering a suitable strategy was chosen even if the end
range of classes to students of all abilities. result was incorrect.
Those attending advanced classes would not
be singled out as different if all students had
the opportunity to have a more individualised
timetable. While most lessons will remain with
the traditional class group, some lessons should
be available to meet interests or needs, e.g.
supported reading programme, problem-solving
page 79 Gifted and Talented Pupils
Beyond School
The aspirations of Gifted and Gifted and Talented students can be good at something
Talented girls’ more closely can find looking at future career without necessarily liking it.
resemble those of the boys, options daunting and confusing Multi-talented students can
rather than other girls. Gifted and teachers can play a vital be perfectly competent at a
girls are more likely to be role in supporting this process. particular school subject without
attracted to further education Gifted and Talented students having any great passion for
in maths or science, although often find that they are good it, leading to ill-advised career
engineering still remains at a wide range of subjects in choices. Influenced by good
dominated by males. (Gurian, school and that their interests grades and encouraged to
2001) The major difference lie in so many different areas pursue an activity that will bring
in the career goals of Gifted that navigating through college status or good money, the
and Talented boys and girls or university prospectuses is a student may opt for what seems
are stronger economic and bewildering experience. After like a practical choice, to their
achievement motivations in all, if you could imagine being later disappointment.
boys versus more altruistic happy studying medicine,
and social motivations for girls. economics or archaeology, Strategies
Later in their careers Gifted how do you choose? Common Academically able students are
and Talented women are more aptitude tests are of limited use more likely to take initiative in
likely to bear the majority of for these students, as they tend researching careers, so careers
childcare, work part-time and to score highly on a number of teachers can provide support
more likely to defer positions of the subscales, making it difficult by focusing attention on areas
leadership to male colleagues. to pinpoint areas of particular where academic strengths and
Gifted and Talented girls need strength. interests overlap.
encouragement to maintain
their quest for achievement and A related issue stems from an
understand that they can, and understanding that Gifted and
should expect to, contribute Talented teenagers can arrive
equally in the workplace. at in adolescence - that you
page 80 Gifted and Talented Pupils
Profiles of
the Gifted
and Talented
Teachers and parents need to understand the
cognitive, emotional, and social needs of the
Gifted and Talented. ‘Profiles of the Gifted and
Talented’ (Betts & Neihart, 1988) provides a
framework for a better understanding of these
students by looking closely at their feelings,
behaviour, and needs. Betts & Neihart, (1988)
highlight the importance of viewing the profiles as
a theoretical concept that can provide insights for
facilitating the growth of the Gifted and Talented,
not a diagnostic classification model. Educators
should also be aware that as students develop,
their needs and behaviours change. As they
approach adulthood, they may settle into one or
more categories.
‘The Challengings’
The ‘Challengings’ are the at school and at home often creativity, the ‘Challengings’
divergently Gifted and Talented. involve conflict. often possess negative self-
Many school systems fail to concepts.
identify the ‘Challengings’ for These students feel frustrated
extra assistance unless the because the school system has The ‘Challengings’ may be
system has been in place at not affirmed their talents and at risk of drug addiction
least five years and substantial abilities. They are struggling or delinquent behaviour if
in-service training has been with their self-esteem. They appropriate interventions are not
done with teachers. The may or may not feel included made by lower post-primary.
‘Challengings’ typically possess in the social group. Some Parents of Gifted and Talented
a high degree of creativity and ‘Challengings’ also challenge post-primary school students
may appear to be obstinate, their peers, and, therefore, who drop out of school (the
tactless, or sarcastic. They often are often not included or ‘Dropouts’) frequently note that
question authority and may welcomed in activities or their son/daughter exhibited
challenge the teacher in front of group projects; on the other the ‘Challengings’ behaviours in
the class. They do not conform hand, some ‘Challengings’ upper primary school or lower
to the system, and they have have a sense of humour and post-primary school. Although
not learned to use it to their creativity that is very appealing this relationship has not been
advantage. They receive little to peers. Nevertheless, their validated empirically, it carries
recognition and few rewards spontaneity may be disruptive in significant implications that
or awards. Their interactions the classroom. In spite of their merit serious consideration.
page 85 Gifted and Talented Pupils
‘The Undergrounds’
This group are known as ‘the underground Gifted previous passions. the ‘Undergrounds’ frequently
and Talented’. Generally, these are females going feel insecure and anxious. Their changing needs
through puberty although males may also want to are often in conflict with the expectations of
hide their ability or talent. If a Gifted and Talented teachers and parents. All too often, adults react
boy goes underground, it tends to happen later, to them in ways that only increase their resistance
in post-primary school, and typically in response and denial. There is a tendency to push these
to the pressure to participate in athletics. See students, to insist that they continue with their
also Section 5: Gender & Giftedness. educational programme no matter how they feel.
the ‘Undergrounds’ often seem to benefit from
In general, the ‘Undergrounds’ are Gifted and being accepted as they are at the time.
Talented girls whose belonging needs rise
dramatically in late primary and early post-primary Although the ‘Undergrounds’ should not be
(Kerr, 1985). They begin to deny their talent in permitted to abandon all projects or advanced
order to feel more included with a non-gifted classes, alternatives should be explored for
peer group. Students who are highly motivated meeting their academic needs while they are
and intensely interested in academic or creative undergoing this transition. Challenging resistant
pursuits may undergo an apparently sudden adolescents may alienate them from those who
radical transformation, losing all interest in can help meet their needs and long-term goals.
‘The Dropouts’
The ‘Dropouts’ are angry. They are angry with essence ‘dropped out’ emotionally and mentally if
adults and with themselves because the system not physically.
has not met their needs for many years and they
feel rejected. They may express this anger by ‘The Dropouts’ are frequently Gifted and Talented
acting depressed and withdrawn or by acting students who were identified very late, perhaps
out and responding defensively. Frequently, the not until late post-primary school. They are bitter
‘Dropouts’ have interests that lie outside the and resentful as a result of feeling rejected and
realm of the regular school curriculum and they neglected. Their self-esteem is very low, and
fail to receive support and affirmation for their they require a close working relationship with an
talent and interest in these unusual areas. School adult they can trust. Traditional programming is
seems irrelevant and perhaps hostile to them. For no longer appropriate for the ‘Dropouts’. Family
the most part, the ‘Dropouts’ are post-primary counselling is strongly recommended, and the
school students, although occasionally there ‘Dropout’ youth should also be given individual
may be a primary student who attends school counselling. Diagnostic testing is also necessary
sporadically or only on certain days and has in to identify possible areas for remediation.
page 89 Gifted and Talented Pupils
‘The Double-Labelled’
The ‘Double-Labelled’ refers to Gifted and These students may deny that they are having
Talented students who have physical or emotional difficulty by claiming that activities or assignments
difficulties, or who have learning disabilities. are ‘boring’ or ‘stupid’. They may use their
They are usually not identified as Gifted and humour to demean others in order to bolster their
Talented, nor are they offered differentiated own lagging self-esteem. They urgently want to
programmes that addresses and integrates avoid failures and are unhappy about not living
their special needs. Fortunately research on the up to their own expectations. They may be very
effective identification of these students, has been skilled at using intellectualism as a means of
promising and suggestions do exist for ways to coping with their feelings of inadequacy. They are
provide alternative programmes (Daniels, 1983; often impatient, critical and react stubbornly to
Fox, Brody, & Tobin, 1983; Gunderson, Maesch, criticism.
& Rees, 1988; Maker, 1977; and Whitmore &
Maker, 1985). Traditionally, these students are either ignored
because they are perceived as average or
The ‘Double-Labelled’ students often do not referred for remedial assistance. School systems
exhibit behaviours that schools look for in the tend to focus on their weaknesses and fail to
Gifted and Talented. They may have sloppy nurture their strengths or talents.
handwriting or disruptive behaviours that make it
difficult for them to complete work and they often
seem confused about their inability to perform
school tasks. They show symptoms of stress;
they may feel discouraged, frustrated, rejected,
helpless, or isolated.
Conclusion
There is no one formula that any school should
adopt to develop provision for Gifted and Talented
students. Any strategies which are developed will
emanate from the strengths of the staff, the needs of
the students and the opportunities which arise from
the community activities and personnel involved.
Appendix I
Case Studies from Northern Ireland
Case Study 1
A Teacher’s
Perspective
page 97 Gifted and Talented Pupils
to stretch Rebecca. At GCSE, in big classes, I challenge or develop Rebecca’s skills as much
would suggest this wasn’t particularly successful. as I could have. The difficulty of catering for every
student’s individual needs in a class of 28 at
English/English Literature GCSE is immense.
In the English / English Literature classroom, I
taught to a level below Rebecca’s ability. I took a Double award science
number of actions to try to remedy this situation. This was particularly interesting and is an example
of where the system, to a certain degree, did not
I tried to give her opportunities to stretch herself cater for Rebecca. She is in a grammar school,
through verbal questioning, but this could not be yet the school’s intake ranges from Transfer Test
aimed solely at Rebecca without the rest of the grades A to C2. Thus, there is still a wide range of
class losing interest and there was only one other ability. The students are not streamed in science.
student who worked at this level. Interestingly, they are in Mathematics and this
is a subject in which Rebecca felt adequately
Differentiation was largely through outcome. In challenged throughout her two years. However,
open discussion and in written work, Rebecca it must be noted that while streaming works for
was able to develop her own ideas and opinions. students at the top end, it doesn’t always work
Informally, I encouraged Rebecca’s individual for those at the bottom.
reading outside the course and took opportunities
to discuss this with her. Within science, due to the quirks of the timetable,
Rebecca was not in a particularly able class set.
The extra-curricular element of Public Speaking The result of this was that the rest of the class
was also another method of ‘stretching’ Rebecca. could not work at her pace. The teacher quickly
This directly fed into her skills in drafting cogent realised this, and Rebecca was simply put to one
and persuasive essays, particularly developing side and allowed to work through topic booklets
her ability to integrate stylistic devices. I would herself while the teacher concentrated on the
suggest that carefully selected extra-curricular rest of the class. She was given the guidance
activities are an excellent way to develop the skills materials from the teacher, but beyond this, she
of an able student and allow for a more personal was effectively self-taught. The teacher found
relationship, which can push the student further. this frustrating but decided it was the ‘best fix’
solution. Rebecca also found this frustrating, as
These actions were ongoing. However I did feel she felt that this time could have been ‘freed up’
frustrated as a teacher and that at times I did not and she could have worked on the booklets in
...she won the local area heat for the Soroptimist Public
Speaking Competition and for the Business and
Professional Women’s Competition; on both occasions the
judges commented on her outstanding ability.
page 99 Gifted and Talented Pupils
year group to beat other classes. They were also that they can be boastful, arrogant and ruthlessly
quick to applaud her successes. She possesses competitive, which alienates their peers and
a realistic sense of balance and does not believe even teaching staff. However at other times,
that academia is everything, I think that this has these social pressures are through no fault of
fostered good relationships with others. the able student. This is managed on a pastoral
level through discussions with classes, carefully
I must add two caveats to this. It would be chosen students, year groups and advice to
wrong to suggest that there wasn’t a certain able students. These tactics are not always as
amount of resentment at times towards Rebecca, successful as one would wish.
particularly from girls. This would be noticeable
when she consistently gained the highest marks. Advantages
I am quite sure that some girls in the year would
Rebecca has also gained many advantages from
not associate with her either. However, there
being an able student.
was very little action taken over this, as Rebecca
was so secure in herself and her group of friends
Examination success
that she never let this affect her. If I detected this
Rebecca grasps new concepts across subjects
within my classroom, I would have talked with the
instinctively and thus does not need to labour in
class about positively celebrating success, but
her work to the same degree as other students.
actions went no further than this.
She also has an impressive ability to absorb detail
and then apply this selectively when required.
The second caveat is that I have worked with a
She is lucid, logical and articulate in both the oral
number of able students in the past who faced
and written modality. Moreover, she possesses
much bigger problems in this area. As a general
a logical mind with refined skills of analysis. This
rule, it appears to be more difficult to be an
makes her a high achiever, and the examination
able student and female, than male. Able male
process is, thus, very rewarding for her. To work
students are often accepted and respected by
and achieve A*s in all subjects at GCSE gave
their peers; female students are more likely to
her fantastic satisfaction. Her ability to win public
face resentment. In the past, I have had two
speaking competitions is an extension of this,
academically able female students break down
giving her a tangible sense of achievement for her
in tears due to such pressures. The assigning
hard work that is not available to all students.
of Head Girl every year seems to be particularly
fraught in this manner. At times, this can be
Opportunities presented
partly due to the attitude of the able student in
Rebecca’s ability opens up a wide range of
opportunities that would not be available to all
students. For example, she has a much wider
range of universities to choose from and will at
least consider an Oxbridge application which
One of the biggest could, in turn, provide further opportunities.
difficulties facing Rebecca However, her ability opens more doors than
just the academic. Her trip last year to Brussels
is the expectation that she (through Soroptimist Public Speaking) is an
can do everything. example of this. Through this she was able to
page 102 Gifted and Talented Pupils
meet and form friendships with girls throughout resentment in this area, in that she faced the
Northern Ireland as well as get an insider’s view attitude that they knew she could do it and if she
of the European Parliament. This has, in turn, didn’t, then she was letting them all down. She
benefited her study of French. The Spirit of would also regularly be nominated for the leading
Enniskillen Award last year is a further example of roles in groups, thereby not allowing others to
this. As an articulate student, Rebecca interviews develop these skills.
well and this undoubtedly opens doors. Through
this she was able to travel to Canada, forming This was dealt with in a variety of ways. In my
friendships with students from across Northern class, roles of chairperson and spokesperson
Ireland and international friendships with those had to rotate; I would not allow one person
in Canada. As an able musician, she has also to dominate in this area. Moreover, I taught
toured Italy with her Youth Orchestra. I have no group dynamics and made my expectations
doubt that through her participation in the Mock of all students clear. Indeed, we videoed some
Bar Trials, the Rotary Leadership competition group work and students assessed their role
and a variety of Public Speaking Competitions within the group. Moreover, Rebecca could be
this year that Rebecca will be given further used constructively to pull people into group
opportunities. discussion, directing points or questions to
different members of the group. There could
Working with others / satisfaction also be a temptation to rely on Rebecca in class
Rebecca loves her mentor role in French. Her ‘Q & A’ sessions, as you knew that she often
ability in this subject has given her the opportunity had a good answer which would be thought-
to work with younger students. She suggests that provoking! However, I did not target Rebecca
this allows her to pass on her enthusiasm, which very much in these sessions, and she had a
gives her a real sense of satisfaction. sensitive awareness of this, only answering when
she was aware that the class was really struggling
to get there. I am sure that the vast majority of
Impact on Classmates teachers are skilled enough in classroom
Problems/Actions taken management to ensure that one student does
not dominate and have their own strategies to
Expectations of classmates
deal with this.
At times, particularly in a group situation, there
was the expectation that Rebecca would do all
Reaction from other students
the work. This meant students had a tendency
Rebecca’s level of ability could, at times, be
to sit back and not develop their own abilities.
discouraging to other students who were
Rebecca also at times experienced some
Rebecca’s experience
suggests that extra-
curricular activities have
been excellent in developing
her opportunities.
persevering with real determination and yet were Ideas for the Future
constantly faced with her success.
Extra-curricular activities
A number of actions were taken on this. Firstly, Rebecca’s experience suggests that extra-
Rebecca’s success was often praised in a very curricular activities have been excellent in
quiet fashion, with a comment as she left the developing her opportunities. Schools need
classroom, or a written comment on her work. to ensure that a wide range of such activities /
This was just as satisfying to her. opportunities are offered to further develop the
skills of the most able.
Secondly, I tried very hard to celebrate other
students’ successes. If another student had Mentor system
done an excellent piece of work, I made sure I The use of a mentor system is probably one that
photocopied their piece and gave them verbal is currently present in schools across Northern
praise. I also verbally rewarded individual Ireland and is an idea that could be developed
achievements and progression. I tried to take an further.
interest in students’ extra-curricular achievements
and discussed successes in this. By fostering Positive reward systems
an atmosphere of success and achievement, I Positive reward systems in schools are also vital
hoped to negate a sense of resentment towards for creating an atmosphere where achievement is
Rebecca. valued. These systems should celebrate individual
achievements and progressions rather than
Another way of dealing with this was the school- just that of the able. This may help ameliorate
led target setting system. Individual target grades some of the resentment that has traditionally
and targets were set with Year 12 and Year 14 surrounded such students.
students. Through this, we tried to emphasise
the concept that students were not competing
against each other but were, rather, aiming to
achieve their own personal targets.
page 104 Gifted and Talented Pupils
Appendix I
Case Studies from Northern Ireland
Case Study 2
A Teacher’s
Perspective
page 105 Gifted and Talented Pupils
Impact on Teaching
Planning Finding the appropriate time to I found that when I designed Thinking
differentiate work to stretch and push Skills & Personal Capabilities lessons
Fergal. he enjoyed the challenge and the
opportunity to work in pairs and
groups of four as well as individually.
I also found that Fergal would be a I had to plan task activities that would
constant early finisher and would challenge him involving computer
spend a greater amount of time on based work, homophones games,
task activities than the other students. handwriting tasks, 24 games in maths
and thinking challenge cards.
Classroom Students sit in mixed ability groups Streaming Numeracy and Literacy
Organisation at the start of the day, these groups groups helped with the amount of
were not the most suitable for work Fergal was able to do. Sitting in
Numeracy and Literacy activities. same ability groups helped to focus
him on more challenging work.
Class Size As there are 36 in the class it is hard This impacted upon the planning that
to find time to devote to all students. needed to be done. I would spend
time working with various groups
allowing equal time for teacher support
and independent work.
others and that it gives him a small idea of what He also gets worked up when he feels that
being a teacher would be like. someone is pushing ahead of him in an area
where he is very good. Another child in the class
I am the Drama co-ordinator in the school was recently given the opportunity to re-sit a
and am called upon to do special assemblies, music exam which would bring that child up to
co-ordinate performances and assist the Fergal’s present level. He became quite worried
development of Drama as a whole. When looking and wanted to sit his next exam three months
for creative students I need look no further than earlier so he would still be ahead. After he
Fergal. He works tirelessly in Drama workshop thought about it and realised that this would not
sessions bringing his own ideas and talents to happen, he calmly accepted the situation and
the performances we do. Fergal is continually was very happy. This over-competitive nature
challenged to do his best and to further develop has decreased since we have been working on
his own creative skills. Emotional Intelligence.
Advantages
Impact on Student Fergal has achieved many advantages from
being a Gifted and Talented student. His
Problems
results in check-ups and throughout Transfer
Fergal believes that because he has such a
Test practice papers would always have been
good all-round ability that he should be able
among the highest in the class which has
to do everything. He finds Spanish challenging
raised his confidence. He gets great satisfaction
and gets a bit annoyed that other students are
from being able to solve the more challenging
able to retain more of the words than he can.
problem-solving activities that we do. He is a very
While he accepts that they are better than him at
articulate and mature young boy who is called
this he still feels that if he were given the words
upon to represent our school on many occasions.
phonetically or if they were written down more he
He is a keen sportsman and has developed a
would be able to learn them better.
perfect balance between academic success,
creative talents and sporting participation.
As Fergal has a good understanding of the rules
of football and has great skill in the sport he gets
His ability will no doubt give him a wide range of
frustrated at times with other students who have
post-primary schools to choose from.
a lesser ability. He gets into a temper with them
He enjoys being able to help other students
at times yet upon reflection is able to regulate his
and likes the way that he is given trust from his
emotions and stop himself ‘losing it’.
page 109 Gifted and Talented Pupils
teacher and other members of staff in our school. and so on. In an ideal world it would be really
He says that this trust makes him feel good. He beneficial to have increased Peripatetic Support
realises that he has gifts and talents yet is not to further enhance the skills that such students
boastful about them and is able to empathise possess.
with the feelings of others.
ICT programme
With so much emphasis being place on ICT it
Impact on Classmates would be great to have access to software
programmes that would help extend the
Fergal is very well accepted by his classmates
knowledge, Thinking Skills and Personal
and is a very popular member of his year group.
Capabilities for use either on the interactive
He is well liked and everyone celebrates his
whiteboard or on the Learning NI network.
success. As we share the responsibilities in
Laptops would be very beneficial for Gifted and
our school, there is rarely a problem of a child
Talented students to use in class. I could see
complaining that Fergal has been given too many
great scope in such students being able to use
‘jobs’ to do. Moreover, his peers are challenged
a web cam to conference with other students of
too, by the intellectual discussions Fergal
similar ability in another school. This could lead
initiates. His input in terms of helping others is
to group work that could be extended to physical
great. Fergal enjoys the buddy system approach
visits also.
of mentoring fellow students and enjoys the
challenge of working with them.
Community support
Another excellent idea would be a programme
There are high expectations placed on Fergal by
aimed at building social capital that would involve
the rest of the class yet he is ready to rise to such
bringing in elderly members of the community
a challenge.
to impart knowledge and life skills to our gifted
students.
Ideas for the Future
Hosting a Fair
Thinking skills & personal capabilities It would be fantastic for our school to host
I have been really impressed with how the TSPC a science fair where our Gifted and Talented
lessons that we teach have helped to challenge students could show off their inventions. This
Fergal and suitably stretch the opportunities he is could also be extended to include hosting a
given in class. More activities like these built into cluster group meeting for Gifted and Talented
my daily teaching would be extremely beneficial. students giving them the opportunity to mix with
students of a similar ability.
Links
Visits to specialist post-primary schools on a Extended Schools
regular basis would enhance the curriculum for I can see this initiative having a major benefit over
the Gifted and Talented primary school student. the next few years. Students get excited at the
It would be useful to have an allocation of off- range of activities and enjoy returning to school
timetable opportunities to support the learning after hours. The possibilities for extending these
of such students, with specialist visitors from pursuits to enhance the learning experience for
the world of business, arts, science, technology the Gifted and Talented are boundless!
page 110 Gifted and Talented Pupils
Appendix I
Case Studies from Northern Ireland
Case Study 3
A Classroom
Assistant’s
Perspective
page 111 Gifted and Talented Pupils
Advantages
Peter offers a great range of knowledge in the A further way of motivating Peter and extending
class situation. His fellow students always expect his abilities is to allow him to surf the Internet and
him to offer interesting facts to the lessons this can be beneficial as long as he is directed in
and Peter is willing and enjoys doing this. For a way to further his knowledge.
example last week the whole class were doing a
comprehension on endangered animals and the Advantages
dodo was mentioned. The teacher was asked Peter feels good about himself and recognises
when the bird became extinct and Peter was that he is clever. It is rewarding for him to gain 15
able to offer the date the last bird died, why it to 20 marks more than the other students in the
happened and where they lived! class in the transfer practice papers even though
he is not required to sit the test. He would also
During Science week last year he took great pride treat these more as a speed test rather than one
in helping prepare all the resources for all the year of ability. Students look up to him and ask him
groups. He also went into the various classrooms questions about things they do not know; they
to demonstrate what the students needed to do appear to see him as a walking encyclopaedia.
to make the experiments work. In some classes
he worked as a team leader to achieve the end Peter often can offer valuable knowledge from
result. Occasionally, he had to be reminded not to which the whole class can learn. He often
take over but on a whole he worked successfully participates in class discussions in an ad hoc
with the various students. way - if something interesting is being discussed
he will join in.
Impact on Student
Action Taken
Peter can easily become bored during some
classroom activities, especially those in Maths At start
and English where he is much further ahead of Motivation in the early days was often through
his peers. The problem is always finding the right timers of varying sorts. Firstly, large egg
level of work. It needs to be challenging but not timers and then we used a traffic light digital
too challenging. Motivation on tasks deemed too timer although this sometimes proved too
boring or beneath him is very difficult to achieve. distracting, as he would be more interested in its
We always have to balance making sure he mechanisms rather than the work he was doing!
maintains his basic core skills whilst keeping him
interested in learning. On going
Now we tend to work more on a reward system.
As Peter has progressed through the school he I would generally timetable his day by talking to
has usually been given work one or two years the teacher about the work the class were doing
ahead. This means that only limited teaching that day and then working out what parts Peter
material is available. My role in this is to help was to take part in and what other work he was
improve motivation in class activities. Specialised doing. This would then be timetabled out for him
teaching is generally not available for Gifted and with a variety of other things for him to do when
Talented students. his work was finished on time.
page 113 Gifted and Talented Pupils
I also provide Peter with a range of additional I make sure that all his work is available and set
tools to help keep him interested and motivated. out for him. I also am a sounding board for his
I work with him on improving his range of unrelated questions. If I feel that the question is
computing skills. I help monitor this and extend to do with the lesson and the teacher needs to
the range of activities to increase his knowledge be involved I will direct him to ask the teacher. If,
in the world around us, geography and science. however, it is more general I will listen and offer
We provide a large range of reading materials, an opinion if required.
both novels and factual books, to help extend his
knowledge further. This year I am also trying to Having a classroom assistant has enabled Peter’s
encourage him to touch type properly through the abilities to be developed more fully than a teacher
use of specialised computer programmes. faced with a large class could have done alone.
Appendix I
Case Studies from Northern Ireland
Case Study 4
A School’s
Perspective
page 115 Gifted and Talented Pupils
Involvement from parents and carers in the new - Attendance figures have improved linked to
programme, responding to requests from the better health across the school. Staff involved in
school to help with transport for the many team support activities have also said that they have
and individual trips to sporting venues. an increased vigour in their day-to-day lives.
- For the first time, a group of school leavers
has formed a Former Students’ Sports
Impact Association - a network that will keep the young
As a result of the new enrichment activities for people in sport and will feed enthusiasm and
PE and sport: developing expertise back into the school.
- More students are passing GCSE PE with - Five students were awarded A grades in A-Level
high grades. PE and gained their first choice university place.
- Three teams won county titles and seven - Fourteen other students were able to mention
students reached national finals in four a significant sport award or trophy in their
different sports. UCAS personal statements.
- Thirteen students have gained Junior Sports
Leader Awards and ten have gained other
coaching or demonstrator qualifications.
- Many students with hidden or unfulfilled talents
have blossomed in this positive culture of
physical endeavour, showing unexpected
levels of skill, tactical awareness, imagination,
determination and confidence.
Appendix I
Case Studies from Northern Ireland
Case Study 5
A School’s
Perspective
This case study shows how a school identifies Gifted
and Talented students who are not fulfilling their
potential. It also looks at how the school motivates
them and meets their needs.
page 119 Gifted and Talented Pupils
Derbhla is on the school’s Gifted and Talented - ten five-hour Saturday sessions at school in
register thanks to evidence submitted by a few Year 11 – focusing on self-esteem, group
observant teachers. As a result, she has been a identity and motivation for learning;
voracious consumer of enrichment opportunities - ten sessions in Year 12 – focusing on academic
and was selected to be a representative on support (in English, maths, science and French),
NICCY youth panel. The opportunities offered by study and revision skills, and career goals.
inclusion on the register undoubtedly kept her in
school and enthusiastic. She had many learning In both programmes, the students looked
experiences that she loved and left school in Year at religion and gender issues and met and
12 optimistic about herself. exchanged experiences with professional adults
from both communities.
Appendix II
‘Voices’ from the Republic of Ireland
A Teacher’s
Voice: Angela
page 123 Gifted and Talented Pupils
high level and I would say I didn’t get the typical up another dimension of knowledge for Dermot
child in my school, but then what is typical?” and he soon became a zealous bookworm.
Angela found that Dermot too was at variance Supporting Exceptionally Able Children
with expectation. Sharing a similar IQ, Dermot
Another challenge for Angela is to know how
was found to be dually exceptional - his
best to support their self esteem. To make them
exceptionality burdened down by dyslexia.
realise that even though they may be different it’s
Like with Rory, Angela was confused by this
alright to be that different. “I don’t know how he
seeming disparity between ability and work
(Dermot) saw it himself. We used to tell him he
produced. With perhaps idealistic expectations
was very bright, try to make him feel a bit better
of exceptionality Angela felt that Dermot too
about himself, because sometimes he would
produced work that “would never have been the
be frustrated with his spellings or ... he would
work of an exceptionally able child - so untidy.”
be disappointed.” She feels that it is important
And while untidiness and disorganisation are
that exceptionally able students have access to
very often endemic with high ability children,
structured learning opportunities with their age
in Dermot’s case, Angela correctly sensed a
peers in order to help them to better understand
learning difficulty, “it certainly held him back
the nature of their own ability and that of others.
every turn of the way, which was so unfortunate
She recalls that while neither Dermot nor Rory
because it was all in his head but getting it back
were isolated from their peer group, Dermot
down to paper was very difficult for him.”
would frequently opt to mix with younger children.
Perhaps this had something to do with his poor
Once identified, the school responded by
co-ordination; as he often opted out of football
providing Dermot with appropriately challenging
matches at lunchtime with his classmates.
curriculum and assistive resources. “We’d give
him a lot of computer work to do and he would
“By nature both Dermot and Rory are intensely
do great work on the computer. He wouldn’t
kind and sensitive to other students. With a
put in full stops and capital letters...but he had
strong sense of social justice and deep-seated
a wonderful vocabulary, choice of phrases and
beliefs about fairness, Dermot would be very
all of that.” Learning to read was a considerable
quick to point out that something happened in
hurdle for Dermot, but with determination and
the playground to another child.”
resolute support from school and home he
succeeded. Angela saw how this quickly opened
page 125 Gifted and Talented Pupils
Comment
For Angela exceptionally able children do not
come in similar packages. “Carrying a myriad
of capabilities, motivational differences and
sometimes specific learning difficulties they are
by no means identical. Exceptionally able children
do stand head and shoulders above even bright
children and differ mainly in their outlook or point
of view. They can sometimes struggle with simple
tasks, while they excel with complex ones. Their
achievements are sometimes contradictory to
what one might expect, but at all times they are
different and we must remember that.”
page 126 Gifted and Talented Pupils
Appendix II
‘Voices’ from the Republic of Ireland
A Student’s
Voice: Anne
page 127 Gifted and Talented Pupils
Appendix II
‘Voices’ from the Republic of Ireland
A Parent’s
Voice: Dympna
page 129 Gifted and Talented Pupils
The youngest of three brothers, with two older was a gradual dawning. I never really dwelt on
brothers also assessed with exceptional ability, at the condition but rather regarded its physical
age 12. Brian is in 5th class in his local primary manifestations as being part of his personality. He
school and has an IQ assessment of 132. walked slowly - that was the way he walked ...
However, as he suffers from Cerebral Palsy his it’s part of what we know about him. Brian is very
movement is laboured and consequently he has much accepted for who he is and not for what he
to exercise daily to minimise the effects of the has by everyone.”
condition.
According to Brian’s mother, Dympna, coping
His interests range from reading novels, playing with his disability has been a huge source
chess, listening to audio-books, to watching of achievement for him in that he is both
films – he claims to be a self professed James “recognised in a positive way for his disability and
Bond buff! Brian also shares with his brothers a in a positive way for his exceptionality”
fascination with computers, to such an extent,
that his mother jokes that she often considered
calling them for dinner on MSN Messenger!! Parenting a Dually Exceptional Child
“There isn’t really a hard part!” Dympna
“Brian is a lively, happy, well-adjusted, calm, and
confesses that she never really saw her children
easy-going boy. He is popular with his peers,
as being anything different. “Exceptionality is only
but he is also very content to be alone. He’s very
ordinariness...it’s nothing. It’s only others that
self-sufficient and doesn’t seem to have a huge
might consider it’s an odd thing or extraordinary
requirement for big crowds around him. Having
in some way, I never do.”
conquered all of the huge impediments he faced,
he is now more than capable of coping with any
She immersed herself in research to properly
of the difficulties that life might throw at him in the
understand what Cerebral Palsy would mean to
future.”
her son. “You’ve been given a huge opportunity
to help the child, but you need an awful lot of
Brian’s academic strengths lie principally in the
background knowledge and I went back to basics
verbal area of English and the Arts. He enjoys
and studied it ... read the research, so I really
drama and he has quite a good singing voice,
brought myself up to speed on the condition.”
however he is holding off until Transition Year
(Transition Year is a one-year programme that
Brian comes from a very supportive and
typically forms the first year of a three-year senior
infectiously positive family, and grew up with the
cycle; in many schools it is optional) to immerse
philosophy that, “if something goes wrong you
himself in the area.
just get on and do something about it...you know
affect change. It’s something that sometimes has
to be ‘got around’ ... and you take the scenic
Dual Exceptionality
route to some things and no more than that.”
“The shock of Brian’s diagnosis could never really
be pin-pointed to one moment in time. I suppose She has instilled in Brian the realisation that his
the only big time was when they put a label on exceptionality has given him opportunities and
it, but you know you still had the same child... it ease in life not accessible to others. School and
page 130 Gifted and Talented Pupils
learning are a source of enjoyment to him, and as provide a further challenge for parents. She
parents they have invested a lot of time managing confesses that over the years she has spent a lot
their sons’ abilities, thus ensuring that they of time ruminating on whether her children had
ended up in “situations that suit”, in other words appropriate stimulation.
finding a school that could meet their needs was
of critical importance, as was building strong “I don’t limit computers. It’s like pen and paper
partnerships between home and school. to them. And they don’t do silly things. I feel if I
limit computer time, it’s almost limiting pen and
paper.”
Leading Rather than Following
One of the most difficult aspects of raising
Dympna always found that Brian, like her two
three exceptionally able sons is ensuring that
other sons, lead rather than followed in relation
each receives equal credit. Her middle son
to dealing with their exceptional ability. They
is highly ambitious and determined, and has
seek out their own avenues of interest while she
enjoyed much success nationally over the
and her husband endeavour to make it happen.
years. Balancing his achievements with the less
Dympna believes that exceptionally able children
well-known and sometimes unconventional
require greater management than the average
accomplishments of her other sons is a constant
child, in that often their unconventional interests
exertion.
page 131 Gifted and Talented Pupils
page 132 Gifted and Talented Pupils
Appendix II
‘Voices’ from the Republic of Ireland
A Parent’s
Voice: Helen
page 133 Gifted and Talented Pupils
sensitive to everything. Like criticism - he actually of a higher ability than his peers as much of the
can’t take criticism at all...(he’s) sensitive in every time Matthew doesn’t actually know he’s learning
single way, therefore when you’re over-sensitive new material!
like that you automatically become defensive.
He is also easily distracted by his heightened “Mum I feel dumb in school, so, so dumb.’ I said
sensitivity to sound so when he’s working no one ‘what do you mean you feel dumb in school?’
is allowed to make noise, or cause a distraction!” ‘Well I just don’t know geography!’ And that
will give you an idea. He just knows maths and
Helen and her husband have been exhaustive in because he has to work at geography ... he just
their efforts to assist Matthew learn the life skills figured that it just sort of happened to you!”
that come naturally to most. And while she can’t
make friends for him, she feels that by supporting Matthew’s biggest problem academically is
him while he learns these skills and involving him his inability to manage his ideas - projects and
in different activities that he will in time be able homework can take hours to complete, as he
to find individuals who share his interests and struggles to stay on task. However, with the help
understand him for the individual he is. of his resource teacher he is learning how to
“He goes to about five different things at the organise his ideas. “I’ve seen him going through
moment, to give him that broad base to call on a whole page of maths in five minutes, but other
as he gets older...it’s getting strings to his bow to times he’s sat here for three hours doing his
give something for him to fall back on. And I’ve homework.”
tried to channel it socially. If he gets good with the
music he could be in a band or maybe just go for Although verbally very proficient, he finds it
a jam session with friends ...that should build his difficult to verbalise text into his own words. He
self-esteem as well.” is a quick thinker, but such speed is often too
hasty as he frequently misses out on parts of his
Matthew has recently met up with a boy who work. He cleverly approaches maths problems,
is very much like himself, and they have forged usually devising his own method to work out the
a strong bond. In what he perceives as a non- sum. “His handwriting is dreadful”, but Helen
threatening environment, he is like any other 10 believes this is to do with his motor abilities being
year-old, but faced with an unfriendly atmosphere out of sync with his thinking capabilities. He’s
in school he quickly lapses into defensive mode. learning to touch type to help overcome this
Helen is relieved he has found a true friend and deficit in future years.
remarks, “When he’s here with Jack they’re
having these races with the water, they were just “As a parent, it is sad to see how such
messing around doing really nice childlike things exceptional ability can be regularly over-
and I think that it is nice to see him just being shadowed by the emotional stress caused by his
himself and being comfortable in himself.” heightened sensitivity, consequently I feel that his
self-esteem is quite low. We have to teach him life
Helen reveals that Matthew is quietly proud of skills that most people take for granted.”
his exceptional academic ability. However, she
believes he is often bored in school, but doesn’t
believe Matthew equates his boredom with being
page 135 Gifted and Talented Pupils
page 136 Gifted and Talented Pupils
Appendix II
‘Voices’ from the Republic of Ireland
A Student’s
Voice: Siobhán
page 137 Gifted and Talented Pupils
Siobhán is a very cheerful, friendly, and vivacious school, because you only have one teacher,
teenager who is studying hard to secure five As you constantly felt like they were teaching to the
to secure her offer of a place in Oxford University lowest common denominator. I believe that the
to study English. The first thing that strikes you teacher plays almost certainly the most significant
about her is her energy. Eagerly awaiting the role in the education of exceptionally able
launch of her first novel, which she wrote two students.”
years ago, and with an established acting career
in television behind her, Siobhán is nothing if Siobhán has very happy memories of her time at
not full of life. She takes it all in her stride and is post-primary level. There she built up very good
quite unaffected by her many successes to date. relationships with her teachers, her abilities were
Siobhán is very much an all-rounder and when quickly recognised and she was encouraged
not in school enjoys piano, reading and sports as and supported to strive for higher grades. She
well as an active social life! credits her English teacher as being the one
who persuaded her to start writing her novel,
Siobhán’s time in primary school was in stark helping her along the way by editing and being a
contrast to her post-primary experience. She constant source of support.
remembers vividly the frustration of not being
challenged. “I was constantly asking for more Siobhán lists English and Maths amongst her
work or constantly asking questions. Some favourite subjects, and it’s hardly surprising
teachers would throw you a sixth class maths that she lists these teachers amongst the best
book and ... tell you to go off and do that she’s ever had. Siobhán finds that teachers who
and tell you, you were great. However, other actually want to teach and are passionate about
teachers accused me of showing off, of being their subject catalyse a curiosity and a love of
inconsiderate to other children, or of being the subject in all, but this is particularly so with
ridiculous, when I wanted to move ahead I exceptionally able students like herself. She
remember thinking I just want to learn. It sounds despairs of the over-reliance on photocopies
so uncool, but I just want to learn!” and curriculum-driven classes that teach purely
the syllabus and not the subject. She delights in
Siobhán felt a sea change when she moved learning more than just the prescribed material.
on to post-primary, reflecting that, “in primary
Appendix III
Exemplar Policy: Gifted and Talented Education
page 141 Gifted and Talented Pupils
It is recommended that schools have a whole- It will also ensure that parents, carers, allied
school policy for the education of Gifted and professionals and new and temporary staff all
Talented students. This will help to guide staff have a clear idea of the service the school hopes
towards a consistent and effective approach. to provide.
Aims
Clarendon School is committed to providing an environment, which encourages all students to
maximise their potential and this clearly includes students who display some form of exceptional
ability or talent.
Definitions
Gifted and Talented students are those who are achieving or who have the potential to achieve, at
a level substantially beyond the rest of their peer group inside our school. This may be in one or
more of the following areas:
- general intellectual ability or talent;
- specific academic aptitude or talent;
- visual and performing arts and sports;
- leadership ability;
- creative and productive thinking;
- mechanical ingenuity; and/or
- special abilities in empathy, understanding and negotiation.
Those students who demonstrate or have the potential to demonstrate extremely high levels
of ability, compared to their peers across the entire population, will be referred to by the term
Exceptionally Able.
The terms ‘Gifted and Talented’ or ‘Exceptionally Able’ encompass students who are able across
the curriculum as well as those who show talent in one or more specific areas. All talents and gifts
are equally valued and will be allocated equal time and resources.
A Gifted and Talented student should be identified using a variety of methods. The specific
procedure will vary according to subject area but will include elements of the following:
page 142 Gifted and Talented Pupils
- Teacher nomination
- Assessment results
- Peer nomination
- Parental nomination
- Identification by a previous teacher, previous school, external agency or organisation
- Self nomination
Everyone in Clarendon School has a responsibility to recognise and value students’ abilities.
We are aware that:
- unnecessary repetition of work is demotivating and demotivated students will not always
demonstrate potential;
- there is sometimes peer pressure to under-achieve.
We aim to:
- maintain an ethos where it is acceptable to be bright;
- encourage all students to be independent students;
- recognise achievement;
- be aware of the effects of ethnicity, bilingualism, gender, religion and social circumstances on
learning and high achievement;
- provide a wide range of extra-curricular activities and clubs;
- always provide work at an appropriate level; and
- provide opportunities for all students to work with like minded peers.
Types of Provision
Classroom Differentiation
Teachers have high expectations.
Tasks are designed to take account of levels of existing knowledge, skills and understanding.
There are planned extension opportunities or open-ended tasks.
There is access to higher tier exam entries.
Personal Development
Classwork and work outside the classroom include a number of opportunities for students to
participate in small and large groups, which will help develop their personal and social skills. We
recognise that the way students operate in teams and support each other when discussing ideas
or collecting resources and materials, supports their social, personal and emotional development.
page 144 Gifted and Talented Pupils
Some Gifted and Talented students find performing in teams easy, others show excellent social
and leadership skills but some find ‘team work’ more difficult. The school aims to develop all the
abilities of students, including their personal and social skills, especially if these are not strengths.
We aim to create a climate in which students are taught to relate well to each other and where
differences of all kinds, including ability, are accepted.
Appendix IV
Useful Forms
The following forms may be downloaded from
www.nicurriculum.org.uk
page 147 Gifted and Talented Pupils
Parental Questionnaire
Name of student:
Date of completion:
What seems most important to your son/daughter at this time in his/her life?
Is there anything else which might help us identify your son’s/daughter’s particular gifts and talents?
page 148 Gifted and Talented Pupils
General Checklist
Characteristic Yes/No
Possess extensive general knowledge, often knows more than the teacher and find
the usual reference books superficial.
Quickly make generalisations and extract the relevant points from complex material.
Have mental speeds faster than physical capabilities and so be often reluctant to write
at length.
Prefer to talk rather than write and often talk at speed with fluency and expression.
Listen only to part of the explanation and appear to lack concentration or even
interest but always know what is going on.
Jump stages in learning and be often frustrated by having to fill in the stages missed.
Have quick absorption and recall of information, seem to need no revision and be
impatient with repetition.
Keen and alert observers, note detail and be quick to see similarities and differences.
Become absorbed for long periods when interested and may be impatient with
interference or abrupt change.
More than usually interested in ‘adult’ problems such as important issues in current
affairs (local and world), evolution, justice, the universe etc.
Self-effacing.
Have a keen sense of humour in the unusual and be quick to appreciate nuances and
hidden meanings.
Appreciate verbal puns, cartoons, jokes and often enjoy bizarre humour, satire & irony.
The school has identified a teacher who leads Gifted and Talented.
The policy is written and shared with all staff and governors.
Teachers know who the able students are in their class or classes
and are aware of the range of their abilities.
High expectations are set for the Gifted and Talented students.
Gifted and Talented students are moved into another class (of older
students) for some or all work if their needs cannot be met in their
normal class.
Being aware of school policy and practice for Gifted and Talented
students.
Planning for the use of higher order learning skills in their teaching.
Moving Gifted and Talented students into another class (of older
students) for some or all work, if their needs cannot be met in their
normal class.
Monitoring arrangements:
Provision:
Name of The Eng Env & ICT Maths PE Sci & RE Other
student Arts Soc Tech
page 156 Gifted and Talented Pupils
References
An extensive reference section is included in the Gardner, Howard. (1999)
Literature Review: Gifted and Talented children Intelligences Reframed: Multiple Intelligences
in (and out of) the classroom (2006) which is for the 21st Century. New York: Perseus Books
available on www.nicurriculum.org.uk Group.
Acknowledgements
CCEA and NCCA wish to acknowledge that parts
of this material (with permission) are based on the
work of:
Devon Curriculum Services. (2003)
Gifted and Talented Handbook. Devon: Devon
County Council
Qualifications, Curriculum and Assessment
Authority for Wales. (2003)
A Curriculum Opportunity: Developing Potential
into Performance. Cardiff: ACCAC Publications.
The National Council for Curriculum and The NCCA would also like to thank the schools,
Assessment wishes to acknowledge the work teachers, parents and children who kindly
of Catriona Fitzgerald, Leslie S. Graves, the participated in generating the case study ‘voices’
NCCA staff and Special Educational Needs (SEN) and who granted permission for photographs to
Steering Committee, who all contributed to the be taken and used.
development of the draft guidelines.
Gifted and Talented Pupils Guidelines for Teachers
Gifted and
Talented Pupils
Guidelines for Teachers
CCEA
© CCEA 2007